simply that in the higher departments of education it is to receive less and less emphasis except for those whose life work involves continued use of the hand rather than of head primarily."

CONCLUSIONS

1165

Of the eighteen benefits which Dr. Woodward expected to result from the introduction of manual training, numbers 1, 2, and 3 would probably be true, provided mathematics, science, drawing, language work, and manual training were properly correlated, but this is, unfortunately, not always the case, even after twenty-five years' experience. Numbers 4, 5, 6, and 7 give negative results. No direct evidence can be obtained to support numbers 9, 11, 12, 13, 14, 15, and 16; consequently, they must be considered as highly desirable results, which cannot be accepted with certainty. Numbers 8, 10, 17, and 18 may with reasonable assurance be considered as benefits directly derived from manual training.

Manual Training and Domestic Science have not, to any appreciable extent, been instrumental in increasing the percentage of persons 5 to 18 years of age enrolled in the public schools throughout the country.

On account of a lack of statistics it is impossible to form any conclusion as to whether or not the introduction of these two courses has been a factor in decreasing the number of boys and girls below grade. Sufficient evidence has been obtained, however, to warrant the statement that they have not been instrumental in stimulating the interest in other subjects sufficiently to keep the pupil from being retarded, except in individual cases. The elementary but systematic training which a boy receives by completing a thorough course in manual training will certainly be of as great value to him in his trade, should he select a trade, as is the academic work to one who later enters one of the professions.

Manual training is also a means of relaxation from the work which requires greater mental effort.

65 M. V. O'Shea, "Dynamic Factors in Education," p. 79.

There seem to be as good reasons for stating that it helps develop some of the formal powers, such as attention, perseverance, and industry, as there are for stating that certain of the academic subjects develop these powers.

Manual training leads the child's impulses in the proper direction, develops certain of the sense centers, and forms habits of motor control which are of permanent value.

Perhaps one of the greatest results of the introduction of manual training is the fact that it was the entering wedge by means of which the vocational, industrial, and continuation schools have been and will continue to be introduced.

Finally, I believe the results are of sufficient importance to warrant the maintenance of manual training in the public school system throughout its entire course but that they are not of as far reaching effect as the prediction of those who were largely responsible for the introduction of manual training would lead us to expect.

CHAPTER IV

PRESENT DAY TENDENCIES

During the last few years there has been an unsettled condition in educational circles. Criticism against the various school systems has been plentiful and bitter. No doubt some of it is deserved, but much of it is exaggerated. It was thought by many that the introduction of manual training and domestic science would prove to be the solution of many educational problems, but such hopes have not been fully realized. "The wide indifference to manual training as a school subject may be due to the narrow view which has prevailed among its chief advocates. It has been urged as a cultural subject, mainly useful as a stimulus to other forms of intellectual effort-a sort of mustard relish, an appetizer-to be conducted without reference to any industrial end. It has been severed from real life as completely as have other school activities. Thus it has come about that the overmastering influences of school traditions have brought into subjection both the drawing and the manual work."

9166

The feeling that the best results were not being obtained from present day educational methods has led to various experiments -the introduction of which was made possible through the acceptance of manual training. These experiments have been prompted by the experiences of foreign countries, by the practices of many corporations in this country, and by the needs of the community.

For several years, quite a number of corporations in the United States have maintained apprenticeship schools in order to prepare boys and young men in their employ to become skilled workmen. The public schools did not provide for them and the old apprenticeship system, as applied to present day methods,

Report of Mass. I ndustrial Education Commission, p. 14.

was worse than useless. Mr. Magnus W. Alexander of the General Electric Company of Massachusetts, states that "the leaders of the modern apprentice idea are sensing their new responsibilities by instituting courses which aim to train young men for industrial efficiency, as well as social usefulness. Industrial efficiency is sought by a systematic and thorough training in the practical work of a chosen trade, and social usefulness is striven for, through effective, co-ordinate instruction in the theoretical elements on which the practical work is based, in such a manner that the growing young man may perform his work with increasing understanding and intelligence and may receive a wider outlook and imagination, and a better appreciation of his obligations as well as his rights in the team-work of life."67

Furthermore, a certain portion of the corporations seem to be looking forward to the time when the public schools will cooperate with them in giving the young people who desire it a practical education, which shall not be destitute of culture. Mr. G. M. Basford, assistant to the President of the American Locomotive Company, bears witness to this statement when he says: "We need skilled workmen who understand their work and its relations to the work of others, and who are prepared in citizenship to take their places in the organization of human life. To supply the need we must train the hands and the minds of our recruits. The present emergency seems to compel us to take the school to the boy for the training of the mind. Our greatest work is in the shop. The boy is in the shop and we must move the school to him for we cannot move him to the school. We cannot wait for the educators to adapt themselves to our problems, but we must take it in hand ourselves—hence the corporation school. Whether or not the corporation school is permanent is a question which may be safely left to the future. At present it meets an urgent need and will meet it until co-operation with the public schools may be effected.'

9168

67 National Society for the Promotion of Industrial Education, Bulletin, No. 13, p. 55.

68 Ibid., p. 89.

Organized labor has placed itself on record as being in favor of some form of industrial training for those who desire it. It is not prepared to accept the plan of co-operation between corporations and public schools, however, because of the fear that the corporations would dictate the policy of the public schools and exploit the young people working in the shops. But if the experiments which are now being performed are successful and prove to be beneficial to the young people, it is to be hoped that the labor unions will be broad minded enough to aid the movement. The belief, if ever there were such a belief, that manual training would be instrumental in increasing the number of skilled laborers appreciably, has been dispelled. This has been felt particularly by the trade unions. "The trade unions have been waiting in vain for twenty-five years for the manual training schools to furnish recruits to the depleted ranks of skilled labor. It is time now to take steps to bring back the standard of efficiency. We want a system which will develop the labor power of our people so that every worker may become interested in his work and approach the limits of human efficiency. **** A healthy community is impossible without the union of the schoolhouse, the home, and the workshop. Modern life has not yet accommodated itself to the great revolution of our industrial system. Nothing but a thorough industrial education and understanding of the economic interests of society can lead to the necessary union between labor and capital and give peace and prosperity to the present disturbed and suffering industrial world."

1969

It is quite probable that the attitude of organized labor will have some bearing on the future policy of the public school system. There seems to be a feeling in labor circles that the industrial training should be acquired at public expense. The proposition is good but it is doubtful whether it is feasible. The expense that would be involved would be enormous. It would

be impossible for any community to maintain the machinery

69 Charles H. Winslow, Representative of American Federation of Labor, in "National Society for the Promotion of Industrial Education, Bulletin No. 13," pp. 171-172.